2013 Annual Report

2 Educators Without Borders

Educators Without Borders (EWB) 2013 Annual Report

Address Unit 1014, Sammo Sporex

23, 59-kil Shilim-ro Gwanak-gu

Seoul, KOREA

Telephone +82-2-885-6422

E-mail [email protected]

Website www.ewb.or.kr

Date of Publication March, 2014

Published by Ki-Seok KIM

© 2014 Educators Without Borders

All rights reserved.

Contents

I. Forward ········································································································· 1

II. Activities ········································································································ 2

1. Gwangmyoung City’s Participation in the GAPA Project ············· 2

2. Seoul National University Brain Fusion Project on Appropriate

Technology (AP) Convergence ························································· 3

1) EWB-SEWB GAPA Working Site Visit ·········································· 3

2) GAPA Monitoring by Prof. Mooyoung HAN, a rainwater

expert ······························································································· 5

3) Agricultural Trainings for Dr. Dao from Burkina Faso ············ 8

3. GAPA Joint Council ··············································································· 9

4. EWB-Seoul National University Joint Project on ICT Capacity

Building and Opening Ceremony for Computer Lab ················· 15

5. Launch of Global Education Support Project by the Ministry of

Education and National Research Foundation of Korea ············ 22

III. EWB News ·································································································· 24

1. Dispatch of EWB’s Africa Team ······················································· 24

1) So-Hyun SUNG and Min-Seo KIM to Burkina Faso ·············· 24

2) Su-Jin KO to Kenya ······································································ 24

2. Participation in UNEP Global South-South Development Expo ·· 24

IV. Introduction of EWB ·············································································· 28

Forward 1

Ⅰ. Forward

The year of 2013 has already passed. The countries of the world offered

country-based policies to achieve the development goals set by the UN, and

international society has carried forward development cooperation projects which

meet the development plans of each country. Global communication is still taking

place at various levels of agencies and individuals on whether the size of

resources is appropriate for international development cooperation, the level of

effectiveness of projects, and how better to cooperate on improving enforcement

systems.

EWB welcomes the seventh anniversary since it was established in 2007. In

the meantime, EWB has followed its path in the field of education development

cooperation for the goals of reducing poverty through education. GAPA in Burkina

Faso, which started as a short-term support project, has grown into a three-year

project and has become increasingly solid by collaborating with a variety of

agencies such as Gwangmyoung city and Scientists and Engineers Without Borders

(SEWB). Additionally, EWB has made significant achievements in the areas of UNDP

projects, a validity study on education project in Indonesia, the Kenya educational

mission, and international conferences by focusing on development consulting as

an organization of educators. EWB has also extended its achievements to various

areas such as involvement is teacher training programs.

Finally, in this annual report, I would like to express my deep gratitude to

all the workers of our office for this year’s projects and research activities, as well

as to the donors who make this work possible. I am very proud of the educators

who play the main role in reducing the world’s poverty through education, based

on EWB’s efforts and constant support.

Chairman & Chief Field-working Officer, Ki-Seok KIM

Manager, Business Planning Department, Ilgu JUN

Manager, Cooperation Project Team, SooJung PARK


Ⅱ. Activities

1. Gwangmyoung City’s Participation in the GAPA Project

On March 1st, 2013, in the office of the Ministry of Education, Burkina Faso,

EWB and the city of Gwangmyoung concluded a trilateral MOU for promoting

and continuing education for adults in Brukina Faso, with the president of EWB,

Ki-Seok KIM, Gwangmyoung mayor, Ki-Dae YANG, and Burkina Faso Minister of

Education, Koumba Boly Barry in attendance. This contract will last throughout

2014, and the trilateral parties decided to keep mutual exchange and cooperation

going in the areas of nurturing adolescents and culture.

Conclusion of the MOU Groundbreaking Ceremony

The signing of this MOU has been made upon the request of the minister

of education, Koumba Boly Barry, who is in charge of education policies in

Burkina Faso, for the support of continuing education to Gwangmyoung city

through EWB in November last year. The MOU served as a momentum for

Gwangmyoung city to participate in the groundbreaking ceremony of the non-

formal education center ‘Ti-N-Manegdo’ in Saaba, Burkina Faso. Gwangmyoung

city will provide support with ICT equipment, its know-how such as

development of training programs for the existing pork industry and capacity

building courses for local leaders, and educationalmaterials.

Activities 3

Equipment provided by Gwangmyoung City

2. Seoul National University Brain Fusion Project on Appropriate

Technology (AT) Convergence

1). EWB-SEWB GAPA Working Site Visit

EWB and Scientists and Engineers Without Borders (SEWB) visited the

working sites of the GAPA project in Burkina Faso to draw up an integrated

development partnership model through the convergence of education and

appropriate technology with the support of Seoul National University, from

February 1 to 7, 2013.

On February 2, EWB reported on the activities and the vision of the

prospective projects of APENF and discussed a visit to the headquarters of APENF

in Saaba and a building site for a teacher training program, research on the living

environment, and the contents for teacher training and technology training

programs. On Feb. 3, two organizations visited the elementary schools in Gando,

and on Feb. 4, met with the minister of education, Koumba Boly Barry, and

discussed policies concerns regarding literacy education, prospects, and

cooperation.


On Feb. 5, EWB and SEWB visited the Environment and Agricultural Research

Institute, in order to better unbderstand the real conditions of agricultural

research and application, and also visited the Institute for Applied Science and

Technology, apprehending the present situation of community development

support and scientific technology research development and to look for ways to

enhance cooperation. This visit to actual work sites provided a good chance to

understand the areas of appropriate scientific technology which need preferential

support in Burkina Faso and to make suggestions for technology education that

runs parallel with the income generating model for self-reliance enforcement and

literacy education.

Activities 5

2) GAPA Monitoring by Prof. Mooyoung HAN, an expert in

rainwater

“We can drink free pure water from the sky.”

“How do we react, if drinking rainwater?” One might think that rainwater can

not be be drinkable because it contains acid, so it needs to be purified. This

kind of thinking was corrected by Professor, HAN, a rainwater expert. “Yes,

rainwater is acidic, but it has less acidity that orange juice or fruit that we usually

have. A long time ago, there were days people used to drink rainwater. We are

just letting the pure rainfall. It is the simplest and the most effective way to get

and drink rainwater right from the sky.” Prof. HAN said.

It is simple enough for anyone

who lacks knowledge in science to

understand his point. In July 2013,

the EWB team, the assistant

administrators, Prof. HAN, and his

wife visited the working sites of

EWB in order to publicize the

drinking of rainwater and to

conduct a pilot research exercise on

rainwater tank installation.

Water management is especially

important in Burkina Faso, located

as it is in Sub-Saharan Africa. The

village people of Worou in Leo, one

of the working sites, have a water

shortage problem. Women and

children spend at least 1 to 2 hours

drawing waterevery day. Men have to migrate with their livestock to Ghana to

have them drink water. They are tired of having to move from place to placewith

this degree of frequency.


Prof. HAN started explaining how to install a water tank, spreading out the

banner in front of the Worou villagers. He also explained that it is possible to

simply install it at home, giving an example of installing a water tank in an

elementary school in Tanzania. The villagers paid more attention to him than at

any other time. The principles of installing water tanks are as follows. Rainwater

fallen on the slanted tin roof flows into the small pipe through a tube. The pipe

has small balls, which block the hole of the pipe, if rainwater containing debris

falls into the pipe. In this way, water does not flow into the blocked pipe, and

clean water streams in the tank instead. The size of a tank can be either big or

small depending onthe need. There is a tap under the tank so that villagers can

drink clean rainwater.

Additionally, there is a pendulum inside the tank, so they can control the

amount of water used depending on the water level. The important thing is the

fact that the villagers themselves were taught how to install the water tank.

Therefore, it is expected that water tanks will be spread out to other regions as

well as at the EWB working sites.

After visiting the sites, Prof. HAN and the EWB team met with Mrs. Boly, the

Minister of Education. Prof. HAN explained the principles underpinning the

rainwater tanks and suggested that rainwater should be commercialized. Mrs.

Activities 7

Boly commented on the possibility of installing rainwater tanks in the cafeterias

of elementary schools in Burkina Faso, and wrapped up the meeting.


3) Agricultural Training for Dr. DAO from Burkina Faso

Dr. Madjelia Dao Some, an agriculture expert in Burkina Faso, who was invited

from EWB, undertook the training course of Canaan Farmers School with the

support of Seoul National University AT Convergence Project, from August 26th

to 31st, 2013.

Agriculture Class Exercise in the Morning

Completion Ceremony Presentation on a Project

The training course included classes such as organic agriculture and

community development, creating eco-friendly farming compost systems,

strategies for creating a New Village Movement, the Canaan Spirit Movement,

and a farming practicum. The participants had to get up at 5 am in the morning,

starting with exercise and had a hectic daily schedule. Dr. Dao was, however, very

positive, actively participated in all the courses, and designed a new project. She

is expected to create application plans for farming techniques, putting her

abundant knowledge and understanding of agriculture to good use.

Activities 9

3. GAPA Joint Council

1) Mid-term Monitoring of the GAPA Project

The joint council of EWB and APENF was held in the Ghambidi Conference

Hall, located in Ouagadougou, over two days. On the first day, each operator

from the four areas-Saaba, Boussé, Bobo-Dioulasso, and Leo-where GAPA projects

were implemented, had time to orally report on the ongoing projects in the first

half-year and describe the strong points and weakness in implementing the

projects and areas for improvement. The following problems were pointed out. It

was difficult to: hire teachers because of budget restrictions, to operate effective

classes due to the absence of permanent educational facilities, and to pursue a

better outcome of the project to promote more economic activities due to the

lack of public awareness about the literacy and the microcredit programs.

However, one positive point to share was that EWB and APENF was able to both

perform and communicate better through its strong partnership and the

expansion of various financial support.

Joint council Group discussion

On the second day, each group had time to discuss the problems and

improvements brought up on the first day and to give a presentation on

solutions and alternatives. The propositions included suggestions that the quality

of classes would improve by hiring appropriate teachers qualified as specified in

the articles of contract, and an increase in the budget would be considered for


the local groups having difficulty in managing the microcredit program, after an

evaluation.

Besides these points, the EWB team in Seoul and Burkina Faso proposed

computer training for the operators, a long-term approach to monitor the

beneficiaries in each village, and the writing of a case-study presentation of this

GAPA project.

Visit to the ‘Worou’ village Runing a miscellaneous store with

Micro-credit Program

The joint council of EWB and APENF for the purposes of the mid-term

monitoring of the year of 2013 confirmed the the importance of their highly

cooperation relationship once again and had time to look into the present and

future of the GAPA project. Furthermore, it was meaningful to focus on the

management of the micro-credit program, which must be dealt with in the future.

Activities 11

2) The Second half-year Monitoring of the GAPA Project

EWB visited Burkina Faso in order to attend the second half-year joint council

of the GAPA project and to visit the working sites from December 10 to 20, 2013.

On the first day, the team visited Bobo-Dioulasso. We met the local Operator,

talking about the operation of the projects for the year and visited the dam

located in a 1 to 2 hours of distance from the project site. From the 1960s, the

dam was built with massive aid from France and the U.S. and connected the

water pipes to everywhere of the village. Furthermore, a large of sugar cane farm

near the village was built with agriculture assistance, and jobs were created by

building the factories. The dam manager who guided the EWB team explained

the roles and importance of the dam and waterways as passionately as he put his

feet inside the dam to show its depth.

We met the vice-representative of the Korean Association in Burkina Faso, Mr.

Yun-Seok KIM, who has lived for more than 10 years in Bobo-Dioulasso and has

been working hard to educate adolescents and prisoners. He led us to a

vegetable garden which he has cultivated himself. After solving the problem of

supplying agricultural water by digging a more than 15 meter deep well in each

garden, the quality of barren soil has been improved and green vegetables have

been freshly grown. Because of the geographical features in the Sub-Saharan area,

all soil in Burkina Faso is red. Cabbage, turnips, and other vegetables are grown

in the vegetable garden we visited and the soil is far more fertile than that of

other areas.

A large sugar cane farm near Bobo-Dioulasso


Dam built in the 1960’s Agricultural water pipe

equipped in the 1970’s

A well built in vegetable gardens Agricultural water scooped up from a

more than 15 meter deep well

Vegetables cultivated in the vegetable

garden

Discussion about how to manage farms

Activities 13

After visiting Bobo-Dioulasso, we returned to Ouagadougou, the capital city,

and officially began the joint council. Mr. ANATOLE, the president of APENF,

Madame Germaine, the executive secretary, the staff of APENF, the operators of

villages, and the staff of the EWB headquarters and local officers had time to

report whether the proposals made in the first half-year had been reflected and

the progress of the ongoing projects in the second half-year, and to come up

with appropriate operational directions and plans for project for the year of 2014.

The head of APENF, Mr. ANATOLE, said that he was impressed by the passion

that EWB had shown in our efforts for promoting sustainable growth and

development, more than the nation of Burkina Fasoitself, and showed his

gratitude. He also said that he would try his best in the project operation and

management to match EWB’s efforts. Madame Germaine and the local operators

shared their knowledge by speaking of the good examples of the progress of

the project in the first and second half-year, their difficulties, and areas for

improvement. Mr. Kyelem Serge, a graduate student of Global Education

Development Cooperation at Seoul National University and who also works for

the Minstere de l’education Nationale et de l’alphabetisation (MENA) had a

chance to explain the project of the National Research Foundation (NRF) which

will take place in 2014.

In this joint council, an emphasis was placed on that knowledge gained

through literacy education and vocational education could be applied to real life

and steadily used, and household income should be increased by means of the

transparent micro credit program. The training program for local leaders to

reinforce their capacity for operating computer programs should be provided and

the demand for the training program will be reflected in the projects of 2014. It

was meaningful to realize that the projects are not only for EWB but also for the

public good at large.

“I was impress that the Koreans came here to make every effort to improve the

education of Burkina Faso for many years. Let’s share the good examples and find

solutions for the prospective problems by doing our best. We can’t depend on EWB

forever. Let’s go on with GAPA project on our own with a sense of ownership".

-by ANATOLE, the president of APENF, in the second half-year joint council-


Participants in the joint council Presentation of the 2014 ongoing

project by Serge

Activities 15

4. EWB-Seoul National University joint project on ICT

Capacity Building and the Opening Ceremony for a

computer lab.

As one of the projects in partnership with a university by Korea International

Cooperation Agency (KOICA) in 2013, EWB joined the project developed by Seoul

National University and Kenyatta University as a consorcium for qualified EFA. The

project started in December 2012, with the aim of reinforcing teachers’ capacities,

and focused on ICT utilization abilities on the part of teachers. Usinga single site

study conducted in Kenya in the first half-year, the opinions of Kenyan teachers,

the main beneficiaries of this project, were reflected. Thanks to the efforts of the

coordinators sent from the Department of Global Education Development

Cooperation at Seoul National University and EWB, classrooms that accommodate

up to 45 people were built in the headquarters of the Forum for African Women

Educationalists (FAWE) located in downtown Nairobi. In addition, more than 500

elementary and middle school teachers took the ICT courses and the eligibility


for the training course was later expanded to public officials in education.

The training was composed of a basic course teaching how to turn on

computers and an advanced course related to ICT application plans in

educational settings. Most of the participants were computer illiterate, so the four

training programs consisted of three basic courses and one advanced course. The

trainees had difficulty moving the mouse and clicking on it, but were very

passionate about learning. There was a middle-aged teacher coming for the

training starting at 9am., by bus for two hours. After the 3 hour class, most of

them stayed and continued to practice what they had learnt. Young teachers who

were relatively fast learners helped their colleagues learn. The time for them to

learn failed ot matchtheir passion.

In November, 2013, Chan-Woo KIM, the Korean Ambassador to Kenya, Mun-

Jeong CHOI, the head of KOICA Kenya Office, Kilemi Mwiria, a former vice

minister of Education, Peter Miano, the representative of the Kenyan government,

Hendrina Doroba, the head of FAWE

branch office, Catherine, director of FAWE

Kenya Chapter, and Stephen Odit, on

behalf of all the Kenyan teachers who took

the courses, attended the opening

ceremony for the computer education

laboratory. Mr. Ki-Seok KIM, the head of

EWB, gave a lecture to Kenyan

headmasters, education policy makers, and

local educational leaders regarding the

experience of educational development in

Korea, emphasizing the importance of

educational development in Kenya as well.

Activities 17

Ambassador, Chan-Woo KIM to Kenya Mr. Stephen Odit, the representative of

the local teachers

Commemorative Photograph The Training Program in Computer Lab.

Mr. Chan-Woo Kim, the Ambassador to Kenya, talked about the experience of

Korea developing through international assistance and cooperation in the past,

and emphasized the importance of education once again, wishing for the

continuous development of Kenya in the future. Additionally, Hendrina Doroba,

the head of the FAWE branch office shared her aspirations for gender equality

promotion education using ICT as well as talking about the importance of ICT in

Kenya. Mr. Stephen Odit, the representative of the local teachers who attended

the training, talked with confidence about how different his life had become

through the training. In the opening ceremony starting in the morning, crowds of

reporters from the local TV stations attended and drew the locals’ attention.

Through steady cooperation with FAWE, EWB will maintain the operation and


management of ICT facilities. We plan to continue educational support after

finishing the projects, with the aid of video conference systems

Activities 19

-Appendix 1. The script of Kilemi Mwiria, a Former Vice Minister of Education

Tuesday, 3 December 2013

Kilemi Mwiria

Development Consultant The Kimkam Foundation

Educators Without Borders (EWB) and Forum for African Women Educationalists

(FAWE) Partnership on Teacher Capacity Building in Computer Application.

I was fortunate to be invited to two workshops where EWB and FAWE celebrated

the successful launch of the computer-training programme for Kenyan secondary

school teachers. The Korean government through its development agency, KOICA,

funded this project through a partnership with the Seoul National University.

During those two events, I congratulated the two partners and explained the

value of the programme for Kenyan teachers, their students and communities at

large as follows:

1. This partnership supports the Government of Kenya (GOK) Kenya’s Vision 2030.

ICT is a key element of this vision. This is why the Kenya government is investing

in one laptop for every primary school child starting next year. In addition, every

secondary school will have at least one computer laboratory in the next two

years or so. GOK is aware that the main difference between the developed

countries of the world and developing ones such as Kenya is the digital divide.

Likewise, a key difference between rural schools and those for privileged kids in

urban areas and their teachers is the same digital divide. By narrowing this divide,

we improve every Kenyan young person’s chances in life.

2. The Republic of Korea has experienced so much development not only because

of investing in education in general, but also more because of exposing Korea’s

youth to the benefits of ICT early in life. It is in this context that this KOICA

initiative will go a long way in supplementing Kenya government efforts in the

promotion of ICT and will open up computer skills to teachers and students who

would otherwise not have had that opportunity. In fact, the Kenyan students so


exposed could easily profit from employment opportunities in Korea and

elsewhere in the developed world if they use this knowledge to adequately

prepare themselves for global competition.

3. The project’s focus on the teacher is most appropriate given that it is teachers

who are best placed to spread the message of the ICT revolution. To do this they

must first understand the workings of a computer. This project opened the eyes

of participating teachers going by the testimonies that they gave during the

closing ceremonies. They are now much more confident of what the computer

training has made possible for them.

4. Our students and teachers will find basic knowledge of computers crucial for

the learning of virtually all subjects. For example, in English the computer can

facilitate grammar and editing skills’ improvement. In arts and crafts computer

applications enable students to do an infinite number of designs while in science

there is much knowledge condensed in relevant science teaching packages.

Knowledge of computers also serves to demystify the computer among students

and teachers who had never seen one while motivating them to ask more

questions.

5. For the participating head teachers, computers will facilitate efficient storage

and retrieval of information on pupils and staff as well as records of institutional

assets and liabilities. Some of the packages they learned will prove vital teaching

aids and will support the preparation of timetables that can be modified

depending on changing needs.

6. But they will also realize more personal benefits. They can do their work plans,

set examinations and explore business and training opportunities using the

knowledge they learned. They can also benefit their neighbours as long as they

have access to a computer in either a school or the newly established

constituency/village digital centres.

7. Because the schools where the participating teachers come from have

Activities 21

computer laboratories (or will have one soon), there is the additional opportunity

to benefit from access to the Internet. Here the idea of the computer as the best

equalizer will be apparent because a child in rural Kenya will have access to the

same information available to a child in Seoul, Tokyo or New York; and at the

same time.

8. Consider too, the possibilities this could open for student inter-institutional

exchanges, which reduce inequality that has developed between the rural and

urban and/or the private and public schools. Internet facilities to schools delimit

the amount of resources available to students as it enables access to global

resources on any topic, while further opening them up to the challenges and

prospects of a global setting.

9. Moreover, with Internet links (and a possible network of schools), teachers and

students of different schools can share limited learning resources, examinations,

science experiments and notes on topical issues. For example, a single teacher

with a solution to a difficult mathematical sum can share her knowledge with

colleagues in many schools.

10. Additionally, networked school administration systems will enhance

competence levels in our schools. School heads and staff from different schools

who can rarely meet at the present would be a button away from experience

sharing on curriculum and related matters, replacing the present over-reliance on

hard copy ministry directives.

11. Finally this project was of immense benefit to both EWB and FAWE. For EWB,

young Korean researchers were able to learn from Kenya. They have African

experience they never had before the project, which is good for their careers. For

FAWE, the project helped to enhance the organization’s visibility and expanded its

network of partners.

I am hoping there will be a larger second phase of this very worthwhile initiative.

I am happy I was part of it in one way or the other.


5. The Launch of the Global Education Support Project by the Ministry of

Education and the National Research Foundation of Korea

EWB was selected to conduct the educational cooperation project in Burkina

Faso in 2013 by the Ministry of Education and National Research Foundation of

Korea. This project, launched from November, will go on with the two unit

projects. The first unit project includes an educational course for developing and

implementing referentials in non formal education, standardization of textbooks,

and training programs for teachers. Even though the government of Burkina Faso

has made efforts to improve non-formal education, most of the institutions in

charge of non-formal education were managed by private organizations and have

operated with 24 different curricula. The literacy campaign of both state

organizations or private organizations remains unconsolidated, nor standardized,

therefore some problems with the campaign for the eradication of illiteracy

persist. EWB has developed an integrated education and evaluation process and

has created a project to settle a high quality campaign for the eradication of

illiteracy by complementing the outline of the standard curriculum, textbooks, and

teachers manual with the assistance and cooperation of related organizations and

government. Moreover, Mr. Kyelem Serge, a public official of MENA in Burkina

Faso, started an in-depth study on the realization of the local reflect method,

considering the current situation, and problems in December, 2013.

Interview with the Executive Secretary of APENF

Activities 23

The second unit project includes the development of micro-credit program

management and training programs for mid-level managers, with the aim

tonewly develop after researching and evaluating the improvements of household

income through the micro credit program and develop ways to withdraw loans

that EWB has implemented for the last three years. Because the procedure of

using and managing the micro credit program is quite complicated, it is

necessary to educate how to manage it in a transparent and effective way. With

this project, it is expected that the manual for managing the micro credit

program should be easy to use. By developing an Excel management format and

calculation formula for the withdrawal of loan money which is adequatelysecured,

is a management technique that can be advanced with the withdrawal of loan

money for reinvestment. Furthermore, through this a virtuous cycle of loan,

withdrawal, and reinvestment can be formed. To facilitate its utilization, self-

reliance capacity enforcement training will be offered to managers with the

cooperation of experts in micro credit programs.


Ⅲ. EWB News

1. The Dispatch of the EWB Africa

Team

1) To Brukina Faso

Two staff members, So-Hyun SUNG and

Min-Seo KIM left for Burkina Faso at 9 AM on

May 28, 2013, and arrived at 8 PM local time on

the same day. They are currently there to

coordinate EWB projects, monitor programs, and

research data related to community development.

2) To Kenya

Sujin KO, the coordinator of the team

Kenya, left for Kenya at 9:20 PM on May 18, 2013,

and arrived at 5 AM local time on the same day.

She is busy conducting the ICT project since the

conclusion of the MOU with Kenyatta University,

implementing workshops for teacher training, and

building local networks.

2. Participation in UNEP Global South-South Development

Expo

From October 28 to November 1, 2013, EWB participated in the Global

South-South Development Expo hosted by UNEP (United Nations Environment

Programme) in Nairobi, Kenya.

EWB News 25

In this expo, held in the format of a ‘Solution Exchange Forum’, heads of

state from all over the world and leaders and executives of development

cooperation organizations discussed issues such as the green economy, green

industry and technology, agriculture and food security, sustainable development,

ICT, environment, women and health, and poverty reduction. EWB actively

participated in the expo by managing its own booth. We promoted the Peer

Review Project implemented in the three countries of Africa with the support

from UNDP and widely advertised the process and effectiveness of the GAPA

program (self-reliance capacity building project for rural women) in Brukina Faso

which has been run over the past four years. It was a great chance to build

development cooperation networks and discuss ways to go into further

partnership.

Forum participants EWB booth in the Expo

Publicity for EWB Projects Discussion with interested parties


-Appendix 2 . Contents of EWB E-Book distributed in the Expo

BOOK I

Poverty Reduction Project

1. EWB

(1) The Mission of EWB

(2) 2012 Annual Report of EWB

2. GAPA

(1) What is GAPA General Intro

(2) Movie: Dev of GAPA, 2007-2014

3. KAD

(1) Why KAD (Korea-Africa Day)

(2) Korbil’s Introductory Note

(3) Presentation Slides

Plenary Session

1. National Development & the Role of Education in the Republic of Korea

2. Role of S&T in Korea's Economic Development: Case of KIST

Samsung & Korean Vice minister

1. Dynamic Korea!: The Past and Future of Education, Science and Technology

2. Impact of ICTs and Innovation in Education

Session 1

1. N I L E(National Institute for Lifelong Education)

2. Empowering the Women in Poverty and HIV/AIDS Vulnerability for Self-reliance

in Burkina Faso

Session 2

1. Evolution of Korean Science and Technology Policy

2. The Development of Higher Education in the Republic of Korea

Session 3

1. Development, Achievements and Cases of Vocational Education and Training in

Korea

2. Planning and Developing National Policy for ICT in Education

3. Establishment and Development of Educational Broadcasting System in Korea

Others

1. Make Learning for All a reality

EWB News 27

4. Kenya

(1) Concept

(2) Video by Head Teacher Sunny Kim

5. Peer Review for Capacity Development of Educational Leadership in Africa

BOOK Ⅱ

Formal Education and Development of Korea

1. Selected Writings from Development and Education

Dr. Bom Mo CHUNG

(1) From Ashes to Affluence

(2) The Nation

(3) The Power of Education

2. Japanese Colonial Education as a Contested Terrain

Dr. Seong-Cheol OH & Dr. Ki-seok KIM

3. Making World-class Research University at Seoul National University

Dr. Ki-Seok KIM

4. Tertiary Education For All

Dr. Ki-Seok KIM & Dr. Hwanbo PARK

BOOK Ⅲ

Non-formal Education and Development of Korea

1. The Origins of New Village Movement (NVM)

Dr. Jin Hwan PARK

2. My Lifelong Fight against Extreme Poverty in Korea

Dr. Yong-Ki KIM

(Some photos on Dr. Y K KIM)

3. Adult Education in Canaan Famers’ School for Poverty Reduction

Dr. Ki-Seok KIM


Ⅳ. Introduction of EWB

Educators Without Borders (EWB)

Educators Without Borders (EWB) is a non-profit organization, established by

Korean educators, whose aim is to cooperate with the international community to

aid educational development in developing countries. We seek to consolidate

various support activities for educational cooperation with developing countries.

Our main activities are summarized below.

Projects for Educational Development in Developing Countries

Research Activities for International Educational Cooperation

Training for Future International Education Specialists and Activists

Support and Inquiry

1. Bank Account : Nong-Hyup 079-01-468104.

2. Visit Our Website : http://www.ewb.or.kr

3. Donation and Others : Call +822-885-6422 or email to [email protected]

Should you have any questions about sponsorship and donation, feel free to

contact us.

2013 Annual Report

Documents

Transcript of 2013 Annual Report